1. TEACHER SLIDE: Lesson #1
-Go over assessment booklet.
-Intro to research processes. Give overview.
-(pgs 3-11 – set as HOMEWORK)

2. Tongariro National Park
2.5 CONDUCT GEOGRAPHIC RESEARCH WITH GUIDANCE

4. Assessment booklet Field trip: Sat 7th May to Mon 9th May
Assessment due: Monday
7th June (week 6), 8.40am in K1

5. Achievement Criteria Achievement Achievement with Merit
Achievement with Excellence
·Conduct geographic research with guidance.
·Conduct in-depth geographic research with guidance.
·Conduct comprehensive geographic research with guidance.

8. Homework Task
Pages 3-11

9. TEACHER SLIDE: Lesson #2
-Go over assessment booklet.
-Intro to research processes. Give overview.
-(pgs 3-11 – set as HOMEWORK)

10. Preparation for 2.5 Data Collection
Outline of this presentation:
Sections of a River: Upper, Middle, Lower Course
Processes Shaping a River: Erosion, Transportation, Deposition.
Note the focus here is on a river processes study. You may however choose to do a different natural based topic.

12. Near the source of a river there is more vertical erosion as the river flows downhill, using its energy to overcome friction (A
As the river approaches the mouth, velocity and energy increase due to increased discharge. The river performs more lateral (sideways) erosion making the channel wider, and smoother (B) and (C).
As a result there is less turbulence and friction, making the flow of water more efficient

14. Processes Shaping a River: Erosion, Transportation, Deposition

15. River Processes: Erosion
Erosion involves the wearing away of rock and soil found along the river bed and banks.
There are four main forms of river erosion:
Hydraulic action – the force of the river against the banks can cause air to be trapped in cracks and crevices. The pressure weakens the banks and gradually wears it away.
Abrasion - rocks carried along by the river wear down the river bed and banks.
Attrition - rocks being carried by the river smash together and break into smaller, smoother and rounder particles.
Solution - soluble particles are dissolved into the river.
Link to animations for erosion:

16. River Processes: Transportation

17. Transportation and energy levels

18. River Processes: Deposition
After gaining this knowledge, complete pages in your resource booklet

19. TEACHER SLIDE: Lesson #3
-Task 1 and Task 2

20. Identifying the aim of the research
What am I studying?
•Once the topic has been selected,
research is required to determine the
type of data you will need to collect.
Research should include relevant theory so that you have a clear idea of the issues involved. The quality and quantity of data collected will depend on why it is being collected.

21. Hypotheses
are generally made to help sharpen the direction of a project. These provide the specific targets of the investigation and act as a spine for the whole work. Framing the hypotheses is probably the most important step in planning the project.

22. What is a hypothesis?
A hypothesis is a clear statement which gives a specific aim to the investigation.
It focuses on what you are trying to
show or prove.
A hypothesis is a statement
which can be proved or
disproved and always starts
with the word ‘That’.

23. Hypothesis examples
1. That velocity of a river increases with increasing distance from the source
2. That more erosion will occur on the outside of a meander bend, in comparison with the inside of a meander bend.
3. That vegetation density will decrease as altitude increases.
4. That vegetation species variation will increase as altitude decrease.

24. STEP 1: Aim/ hypothesis - to Achieve only
In groups you can create a hypothesis/ aim.
Go back to your resource book and look at how to collect primary data.
In your group come up with an aim/ hypothesis that you can research

25. Research plan Failing to plan is planning to fail
In your resource books (pg 47) is a template like below that you could use. This task goes to A only.
Guideline: 1 page (and you may choose to add the aim/ hypothesis in)
Data to collect
Method of data collection
(How data will be collected. Include what equipment you will use and explain how you will use the equipment to collect the data. Also explain how you will record the data collected)
Where will you collect the data?
(Where will you collect this data eg. Source of river, mouth of river...)
Over on the next slide an example of a recording sheet
How will the data collected test your hypothesis?
(Explain how the data collected will test your hypothesis)
Presentation
(How ill you present the data? Graphs, map, diagrams, table, annotated photos...)
MUST have a map in your presentation

27. TEACHER SLIDE: Lesson #4
STEP 3 Collecting Data
Students encouraged to bring own equipment.

28. How to collect your data (Step 3)

29. Primary data
This is data that you directly collect yourself through measuring, asking or recording. This data must be original and involve direct contact with the real world. It might include:
weight or mass
distance, width or depth
speed/ velocity
number and counts
sketches or photographs (taken by you).

30. Secondary data
•This is obtained indirectly from books, notes, articles or maps. It has not, as such, been collected by you but is used in your investigation. It could include:
maps
books
records
newspaper articles
census data, photographs (taken by others)
internet material.

31. Collecting data on the field trip
Info on what to do/ how to do it in your resource book- pages 23-39
On the field trip you will not complete all data collection methods- it will depend on your hypothesis as to what data you collect.
You will however need to take photos/ sketches, observations- you need 3 primary data collections that can be carried out at 3 locations along the stream- source, middle, mouth. Or at 3 different altitudes for a vegetation study.
MUST have map in presentation

35. TEACHER SLIDE: Lesson #5 FIELD TRIP PREP
Teachers: Make Students aware of the following
Accident/ injury
Student misbehaviour
Getting lost
Water safety
Transport safety

36. Field trip tomorrow: Checklist
Is your groups aim/ hypothesis set?
Have you completed the plan?
Are your recording sheets ready?
Do you have equipment planned?

38. TEACHER SLIDE: Lesson #6 Post – Field Trip. Task 4 Presenting Data.
How to present data Could share these with students rather than go over all of them.
Individual work from now on

39. Presenting data
MUST have map(s) in your presentation

40. Geographic Conventions

41. Photographs
•Photographs can be a useful tool both to show elements of the study area, and to form the basis of annotative diagrams.
Annotations are captions of information- not a label

43. Statistical data presentations- graphs
•Bar graph
•Histogram
•Line graph
•Multiline graph
•Pictograph
•Pie
•Percentage bar graph
•Scattergraph
•Age Sex Pyramid
•Positive Negative
graph
•Triangular Graph
•Compound graph
•Multi Line graph

44. Pie graphs Displaying information in parts or %
Draw largest segment 1st starting at 12 o’clock and finish with the smallest
Percentages convert to degrees by multiplying by 3.6 e.g. 15% = 15 x 3.6 = 54 degrees
Q1. How many degrees is 40% on a pie graph?

45. Column Graphs Also called a bar graph
Two sets of data on an x and y axis
Can be drawn with or without gaps
Q2. What is this column graph missing?

46. Multi line column graphs
•Show proportions or amounts compared to something else
•Key is important

47. Percentage Bar Graph •Can be vertical or horizontal
•Within a single bar
•Several parts or % that make
up a whole are included

48. Pictograph
•Numerical data displayed
as a picture
•Must have a key

49. Positive/ Negative bar graph
•Y- axis in the middle
•Keep the bars separate
•For 0 values leave it blank

50. Line Graph •Data over time for the same variable.
•Multiline graph requires different colours and a key.
Q3. What is the main point of difference between a line and a bar graph?

51. Triangle Graph Have 3 axes allowing 3 sets of data
% scales used for the 3 axes
When reading the 3 intersecting %
figures must add up to 100%
Q4. What are the % readings for site 2
Gentrification =
Immigrant =
Other Services =

52. Climate Graph •Combine both bar and line skills
•Rainfall (column) always starts
bottom right
•Temperature (line) on the left
Q5. What is the range of temperature in Sydney?

53. Scatter graph •Use axes of the same length •Plot with small x’s
•Positive relationship – plotted
points rise from bottom left to
top right
Q6. What is missing from this graph?

54. •Negative relationship – plotted points fall from top left to bottom right
Definition: Anonamly =extreme values in the data.
Q7. Which point is an Anonamly?

55. ANSWERS 1.How many degrees is 40% on a pie graph? 144 degrees
2. Label for horizontal axis – type of t shirt
3. A line graph shows continuous data eg change over time, speed, temperature
4.Gentrification 12% Immigrant 15% Other Services 73%
5.The range is 11 degrees (23 Degrees to 12 degrees celsius)
6. Title, Y-axis label
7.The item which cost 2 euros

56. TEACHER SLIDE: Lesson #7.
(SLIDE #56 – 60) Task 5
How to explain your findings incorporating concepts.

57. Explain findings and incorporate IGCs (to Excellence)
Once you have presented your data using a combination of graphs, maps, tables, diagrams and photos you must discuss these results.
You will write a series of paragraphs describing and explaining the results of your data collection. You must refer to specific maps / graphs etc in this discussion.
Within this, you must incorporate a discussion of the relevance of two geographic concepts.
Use clear paragraph structure and keep your writing concise.
Don’t waffle!

58. Geographic Concepts
Geographic concepts allow for the exploration of relationships and connections between people and both natural and cultural environments. They have a spatial component.

59. Concepts MAKER NOTES FROM 2011
Remind students that the IGC’s of Location and Distance are very similar and therefore hard to distinguish between when marking

61. TEACHER SLIDE: Lesson #8.
Step 6: Conclusion- to Merit

62. Conclusion (to merit)
A conclusion is a concise (brief and to the point) summary of your findings within which you either accept or reject your hypothesis.
Did your results support your hypothesis or did they suggest your hypothesis is incorrect?
Don’t worry if your findings disprove your hypothesis, this is interesting and gives you more to discuss!

63. TEACHER SLIDE: Lesson #9.
(SLIDES 63-66)
STEP 7
-Evaluation
-Ways to improve (CRUCIAL FOR Excellence)

64. Evaluation (to Excellence)
Finally, evaluate your research
describing the strengths and weaknesses of your research process
Think about how your research process may have affected the validity of your research findings.

65. Validity
the degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure.
refers to the extent to which a concept, conclusion or measurement is well-founded and corresponds accurately to the real world

66. Ways to improve
Could you suggest improvements in your methodology which would have made your data collection more accurate?
If another student were to investigate
the same or a similar topic, what
improvements on your methods would
you suggest to them?
This is marked as Excellence only.
Must be an extremely thorough and high quality answer